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Display: 20

    • Page 23

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    • 17 reading” (p. 283). They continue to explain “the assessments should be sufficiently sensitive to small changes in the student’s reading performance” (Mesmer & Mesmer, 2008, p. 283). Besides indicating student growth, progress monitoring...
    • Page 38

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    • The Human Element 33 community’s assets, and strengthen current and future community based projects, activities, and proposals,” (Kretzmann & McKnight, 2005, p. 1). This document provides various worksheets for analyzing the communication...
    • Page 39

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    • 35 Figure 3. Student Engagement After a Classroom Energizer Resting As a control, the researcher allowed the students to have one rest day. This involved the students coming into the researcher’s classroom and simply resting (sitting quietly) at th...
    • Page 40

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    • 37 DRP Test Procedure The participants took the DRP first. They were given the same instructions: read the text selection and select the word that fits best and makes the most meaning in the sentence/paragraph. To complete the test, they were given...
    • Page 39

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    • The Human Element 34 2006, para. 9). The key word here is observable. Many practitioners overlook the fact that all aspects of a community are observable. And that they can refer back to humanities’ original roots in anthropology to gain a better...
    • Page 40

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    • 36 researcher also noted that more students asked to use the restroom during the lesson on these days. Overall, the students appeared restless and became disengaged in the lesson more quickly than the days where they were given the opportunity to mov...
    • Page 66

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    • PflROWAN CLUB MORRIS ROWLEY President LOUISE MITCHELL Vice-President IVY WflRD FLORENCE MflRSDEN ERROL GURR HEBER GURR MELVIN ROWLEY VIRGINIA MORTENSEN A "Bus" party to La Verkin Hot Springs and staid dancing party have been the best of the social...
    • Page 41

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    • 38 All students were given the same DRP test, which was standard for all groups. As can be seen in Table 4.6 (pg 37), 10 of 12 students (83%) scored above a 9th grade level for reading comprehension, with half of the students scoring just above the...
    • Page 24

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 20 (2000) have suggested that the longer the activities, the more effective they are. The learning opportunities tend to be more focused, allow more opportunity for active learning, and are more coherent...
    • 1898, Jan 27

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    • Thurs. Jan. 27, 1898: Wea. Cold & Cloudy Done some printing and took a group of 16 men. Friday 28: Wea. Cloudy commenced snowing and blowing about 11 am. we went and took a picture of the school size 8x10 snow began to fly shortly after school...
    • Page 42

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    • 39 self-reported as being a good reader, reading between 30 minutes to one hour a day. The other student who scored on a 5.8 grade equivalent level on the DRP also highly agreed with the results of the test at 9 out of 10 and reported being a good...
    • Page 25

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    • 21 Fantuzzo et al., 2005; Mead, 2008). Caucasian and Asian children demonstrated higher levels of skill in reading (Al Otaiba, Kosanovich-Grek, Torgesen, Hassler, & Wahl). Research by Fantuzzo et al. concluded “African American, Hispanic, and...
    • Page 25

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    • RTI IMPLEMENTATION PROFESSIONAL DEVELOPMENT 21 student learning outcomes. This is accomplished through on-going collaboration and professional learning focused on understanding how students learn. New practices are learned, created, and implemented...
    • Page 131

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    • lose their lives, than not. They decided to get out while they could. They loaded a little of the already sawed lumber onto the outfits and started back. They stopped for the night in a grove of pines near the Upper Mammoth. By morning, the snow...
    • Page 68

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    • MILLflRD COUNTY CLUB KEITH KELLY JUNE JOHNSON FRED BANKS EDWIN LYMAN ANGIE MACE MARILYN BRUNSON LLOYD EVANS ELAINE COLMAN HOMER STEPHENSON EASTON SAMPSON RAYMOND KIMBALL Not Pictured DAN DAVIS CAROL PARTRIDGE LINDEAU CHRISTENSEN ROBERT SHIPLEY The...
    • Page 27

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    • 21 counterparts (NAEP, 2011). RTI gives educators the flexibility to meet the needs of diverse learners to help all students find success in learning to read. Another group of students who would benefit from the focused and individualized nature of...
    • Page 11

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    • The I-Text Distance Learning System 8 contact was synchronous (though they used different words). Further study is necessary to determine in what ways communication was better with the I-Text system. The differences in opinion with regard to...
    • Page 43

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    • 40 of texts was chosen to enhance the accuracy of determining the students’ reading comprehension levels. A select few were also asked to read a narrative passage to measure reading fluency and words-correct-per-minute to give the researcher a...
    • Page 26

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    • 22 Chapter 3 Methodology The purpose of this study was to examine the academic gains of students entering kindergarten at below-grade level, on-grade level, and above-grade level, to determine the amount of progress made throughout the year....

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